James P Byrnes
Biographic Data
| ID | 1661880 |
|---|---|
| NAME | James P Byrnes |
| GIVEN NAMES | James P |
| FAMILY NAME | Byrnes |
| SIGNATURE | BYRNES J P |
| AFFILIATIONS | Temple University |
| ORCID | 0000-0002-3760-8509 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 258 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Rethinking the role of “quality instruction” in predicting algebraic learning within an opportunity-propensity framework: An exploratory cross-cultural study
Historical, Methodological, and Philosophical Analysis of the Working Memory Construct
The authors discuss the continued viability of the working memory construct by examining its origin and historical development in the field of psychology and critiquing it on theoretical, philosophical, and methodological grounds. They do so by asking and answering the following questions: (a) When and why did the construct first emerge in psychological theorizing?, (b) What are the historical trends in how has it been defined operationally?, (c)…
Implications of an Evolved Christianity in the Modern World
"This book explores the essence of Christianity and its role in the world"
What’s the best way to characterize the relationship between working memory and achievement: An initial examination of competing theories
Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the predictions of a cognitive filter model, a transactional model, and a positive manifold model using data from…
The potential utility of an opportunity-propensity framework for understanding individual and group differences in developmental outcomes: A retrospective progress report
Ethnic/racial identity and academic achievement: A meta-analytic review
Perspectives on Language and Thought: Interrelations in Development
The Cognitive Basis of Uncertainty
The present paper offers a review and analysis of studies of children’s understanding of certainty and uncertainty. It proceeds first by proposing requisite skills needed for insight into uncertainty. Additional skills needed for specific inferences are then considered. It is argued that discrepancies in the literature regarding the apparent age of onset of the ability to discriminate certain from uncertain inferences are partly due to the fact t…
The Genesis of Whiteface in Nineteenth-Century American Popular Culture
The Genesis of Whiteface in Nineteenth-Century American Popular Culture James P. Byrne James P. Byrne 1University College Dublin Search for other works by this author on: Oxford Academic Google Scholar MELUS, Volume 29, Issue 3-4, Fall/Winter 2004, Pages 133–149, https://doi.org/10.2307/4141847 Published: 01 September 2004
Evaluating Doctoral Programs in the Developmental Sciences
Gender differences in risk taking: A meta-analysis
The authors conducted a meta-analysis of 150 studies in which the risk-taking tendencies of male and female participants were compared. Studies were coded with respect to type of task (e.g., self-reported behaviors vs. observed behaviors), task content (e.g., smoking vs. sex), and 5 age levels. Results showed that the average effects for 14 out of 16 types of risk taking were significantly larger than 0 (indicating greater risk taking in male par…
Explaining Citation Counts of Senior Developmental Psychologists
The role of contextual and personal factors in children's risk taking
The primary aims of the present studies were to (a) add to the sparse developmental database on risk taking and (b) conduct initial tests of a self-regulation model (SRM) of risk taking. According to the SRM, inappropriate risk taking is associated with overconfidence, falling prey to dysregulating influences (e.g., impulsivity, peer presence, etc.), and an insensitivity to outcomes. Experiment 1 tested these proposals by assessing the effects of…
Naive Theories and Decision Making as Part of Higher Order Thinking in Social Studies
In the present study, the authors attempted to show how naive theories, age, and education relate to higher order thinking in adolescents and adults. In a structured interview, 54 adolescents and adults were asked to make decisions about two political issues: global warming and homelessness. Half of the adolescents had attended an intensive workshop on multiple issues including global warming. Results showed that regardless of age and education, …
Explaining gender differences on SAT-math items
This study used a cognitive process approach to explain gender differences on the math subtest of the Scholastic Aptitude Test (SAT). This approach specifies that gender differences exist because male students may carry out certain cognitive operations (e.g., knowledge access, strategy assembly) more effectively than female students. High school students were given SAT items and measures of their prior knowledge and strategies. Results showed tha…
Role of conceptual knowledge in mathematical procedural learning
Two experiments were conducted to explore the relation between conceptual and procedural knowledge in the domain of mathematics. The simultaneous activation view, which argues that computational errors arise from impoverished concepts and that errors can be eliminated by giving concrete referents to symbols, was compared with the dynamic interaction view, which argues for distinct systems that interact diachronically and for a progressive indepen…
What's left is closer to right
Formal operations: A systematic reformulation
Reasoning about certainty and uncertainty in concrete, causal, and propositional contexts
The present study examined children's comprehension of certainty and uncertainty within the context of concrete and propositional reasoning tasks. First, third, and fifth graders were given PierautLeBonniec's (1980) box task and a multisufficient causality task to assess reasoning about certainty and uncertainty in concrete contexts. Children were also given conditional syllogisms to assess this ability in a propositional context. Half of the chi…
Developmental and individual differences in conditional reasoning: The role of contradiction training and cognitive style
Previous research has suggested that logical competence may not always be reflected in task performances but is influenced by various moderator variables that affect the actual application of competence. The present research examines the development of conditional reasoning from the perspective of a competencemoderator-performance approach (Overton, 1985; Overton & Newman, 1982). The effects of task interpretation and cognitive style as moderator…
Gender differences in risk taking: A meta-analysis
The authors conducted a meta-analysis of 150 studies in which the risk-taking tendencies of male and female participants were compared. Studies were coded with respect to type of task (e.g., self-reported behaviors vs. observed behaviors), task content (e.g., smoking vs. sex), and 5 age levels. Results showed that the average effects for 14 out of 16 types of risk taking were significantly larger than 0 (indicating greater risk taking in male par…
The role of contextual and personal factors in children's risk taking
The primary aims of the present studies were to (a) add to the sparse developmental database on risk taking and (b) conduct initial tests of a self-regulation model (SRM) of risk taking. According to the SRM, inappropriate risk taking is associated with overconfidence, falling prey to dysregulating influences (e.g., impulsivity, peer presence, etc.), and an insensitivity to outcomes. Experiment 1 tested these proposals by assessing the effects of…
Role of conceptual knowledge in mathematical procedural learning
Two experiments were conducted to explore the relation between conceptual and procedural knowledge in the domain of mathematics. The simultaneous activation view, which argues that computational errors arise from impoverished concepts and that errors can be eliminated by giving concrete referents to symbols, was compared with the dynamic interaction view, which argues for distinct systems that interact diachronically and for a progressive indepen…
Reasoning about certainty and uncertainty in concrete, causal, and propositional contexts
The present study examined children's comprehension of certainty and uncertainty within the context of concrete and propositional reasoning tasks. First, third, and fifth graders were given PierautLeBonniec's (1980) box task and a multisufficient causality task to assess reasoning about certainty and uncertainty in concrete contexts. Children were also given conditional syllogisms to assess this ability in a propositional context. Half of the chi…
Explaining gender differences on SAT-math items
This study used a cognitive process approach to explain gender differences on the math subtest of the Scholastic Aptitude Test (SAT). This approach specifies that gender differences exist because male students may carry out certain cognitive operations (e.g., knowledge access, strategy assembly) more effectively than female students. High school students were given SAT items and measures of their prior knowledge and strategies. Results showed tha…
Naive Theories and Decision Making as Part of Higher Order Thinking in Social Studies
In the present study, the authors attempted to show how naive theories, age, and education relate to higher order thinking in adolescents and adults. In a structured interview, 54 adolescents and adults were asked to make decisions about two political issues: global warming and homelessness. Half of the adolescents had attended an intensive workshop on multiple issues including global warming. Results showed that regardless of age and education, …
Developmental and individual differences in conditional reasoning: The role of contradiction training and cognitive style
Previous research has suggested that logical competence may not always be reflected in task performances but is influenced by various moderator variables that affect the actual application of competence. The present research examines the development of conditional reasoning from the perspective of a competencemoderator-performance approach (Overton, 1985; Overton & Newman, 1982). The effects of task interpretation and cognitive style as moderator…
Developmental and individual differences in conditional reasoning: The role of contradiction training and cognitive style
Previous research has suggested that logical competence may not always be reflected in task performances but is influenced by various moderator variables that affect the actual application of competence. The present research examines the development of conditional reasoning from the perspective of a competencemoderator-performance approach (Overton, 1985; Overton & Newman, 1982). The effects of task interpretation and cognitive style as moderator…
Reasoning about certainty and uncertainty in concrete, causal, and propositional contexts
The present study examined children's comprehension of certainty and uncertainty within the context of concrete and propositional reasoning tasks. First, third, and fifth graders were given PierautLeBonniec's (1980) box task and a multisufficient causality task to assess reasoning about certainty and uncertainty in concrete contexts. Children were also given conditional syllogisms to assess this ability in a propositional context. Half of the chi…
What's left is closer to right
Formal operations: A systematic reformulation
Role of conceptual knowledge in mathematical procedural learning
Two experiments were conducted to explore the relation between conceptual and procedural knowledge in the domain of mathematics. The simultaneous activation view, which argues that computational errors arise from impoverished concepts and that errors can be eliminated by giving concrete referents to symbols, was compared with the dynamic interaction view, which argues for distinct systems that interact diachronically and for a progressive indepen…
Explaining gender differences on SAT-math items
This study used a cognitive process approach to explain gender differences on the math subtest of the Scholastic Aptitude Test (SAT). This approach specifies that gender differences exist because male students may carry out certain cognitive operations (e.g., knowledge access, strategy assembly) more effectively than female students. High school students were given SAT items and measures of their prior knowledge and strategies. Results showed tha…
Naive Theories and Decision Making as Part of Higher Order Thinking in Social Studies
In the present study, the authors attempted to show how naive theories, age, and education relate to higher order thinking in adolescents and adults. In a structured interview, 54 adolescents and adults were asked to make decisions about two political issues: global warming and homelessness. Half of the adolescents had attended an intensive workshop on multiple issues including global warming. Results showed that regardless of age and education, …
Explaining Citation Counts of Senior Developmental Psychologists
The role of contextual and personal factors in children's risk taking
The primary aims of the present studies were to (a) add to the sparse developmental database on risk taking and (b) conduct initial tests of a self-regulation model (SRM) of risk taking. According to the SRM, inappropriate risk taking is associated with overconfidence, falling prey to dysregulating influences (e.g., impulsivity, peer presence, etc.), and an insensitivity to outcomes. Experiment 1 tested these proposals by assessing the effects of…
Gender differences in risk taking: A meta-analysis
The authors conducted a meta-analysis of 150 studies in which the risk-taking tendencies of male and female participants were compared. Studies were coded with respect to type of task (e.g., self-reported behaviors vs. observed behaviors), task content (e.g., smoking vs. sex), and 5 age levels. Results showed that the average effects for 14 out of 16 types of risk taking were significantly larger than 0 (indicating greater risk taking in male par…
Evaluating Doctoral Programs in the Developmental Sciences
The Genesis of Whiteface in Nineteenth-Century American Popular Culture
The Genesis of Whiteface in Nineteenth-Century American Popular Culture James P. Byrne James P. Byrne 1University College Dublin Search for other works by this author on: Oxford Academic Google Scholar MELUS, Volume 29, Issue 3-4, Fall/Winter 2004, Pages 133–149, https://doi.org/10.2307/4141847 Published: 01 September 2004
The Cognitive Basis of Uncertainty
The present paper offers a review and analysis of studies of children’s understanding of certainty and uncertainty. It proceeds first by proposing requisite skills needed for insight into uncertainty. Additional skills needed for specific inferences are then considered. It is argued that discrepancies in the literature regarding the apparent age of onset of the ability to discriminate certain from uncertain inferences are partly due to the fact t…
Perspectives on Language and Thought: Interrelations in Development
Ethnic/racial identity and academic achievement: A meta-analytic review
Implications of an Evolved Christianity in the Modern World
"This book explores the essence of Christianity and its role in the world"
What’s the best way to characterize the relationship between working memory and achievement: An initial examination of competing theories
Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the predictions of a cognitive filter model, a transactional model, and a positive manifold model using data from…
The potential utility of an opportunity-propensity framework for understanding individual and group differences in developmental outcomes: A retrospective progress report
Rethinking the role of “quality instruction” in predicting algebraic learning within an opportunity-propensity framework: An exploratory cross-cultural study
Historical, Methodological, and Philosophical Analysis of the Working Memory Construct
The authors discuss the continued viability of the working memory construct by examining its origin and historical development in the field of psychology and critiquing it on theoretical, philosophical, and methodological grounds. They do so by asking and answering the following questions: (a) When and why did the construct first emerge in psychological theorizing?, (b) What are the historical trends in how has it been defined operationally?, (c)…
Psychology (18 works) · Developmental psychology (11 works) · Social Psychology (11 works) · Cognitive psychology (8 works) · Mathematics education (7 works) · Computer Science (6 works) · Epistemology (6 works) · Social Psychology (6 works) · Cognition (5 works) · Educational and Psychological Assessments (5 works)